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    • French

    At the start of Year 7, all students, regardless of the language they have in the first term, do 5–6 lessons on language learning in general. We look to tap into the knowledge they have from primary school, from home languages and from other subject areas which can be used to help them learn a language. Students choose the two languages they would like to continue with for Years 8 and 9. This is a completely free choice.

    We teach British values in the area of global citizenship. A message of tolerance and understanding in the context of learning more about the world is paramount in our approach. Our subject gives students valuable learning skills and strategies which they can apply to their other subjects, not least rote learning, a skill not much used in many subjects. We are a department which embraces technology and leads the school in our use of it, which increases student motivation, interest, IT skills, and relevance in the modern world.

    Assessments are carried out at the end of units. They test the 4 key skills: Listening, Reading, Speaking & Writing. The curriculum we have designed helps to prepare all students to study the languages at GCSE and beyond. We offer a trip in Year 9 to the Loire Valley.

    Our Key Stage 3 curriculum has been put together to reflect what we feel is important for them to learn in terms of vocabulary, structures and grammar on the one hand, married to appropriate cultural input on the other. We change aspects of the subject content from time to time to reflect shifts in each country and the changing interests of our students too. It also feeds into the GCSE curriculum, so that it is a constant journey.

    Languages are very much facilitating subjects; they exist alongside and interact with other subjects constantly and all students have the opportunity to see their place in the world as it relates to them.

    At both Key Stages 4 and 5, our curricula are dictated by the exam specifications. All four skills are assessed equally at Key Stage 4 (Years 10-11), so Listening, Reading, Speaking & Writing all carry a 25% weighting. We offer an exchange to Bourg-en-Bresse in Year 10. Our aim in Key Stage 4 is to prepare students for A Level and not just pass the GCSE. We consolidate the grammar and skills covered at Key Stage 3, but also build on and extend this knowledge by applying an increasing number of complex topics and structures.

    We use a variety of authentic resources, such as songs, articles, alongside the course textbook to maintain interest, enjoyment and challenge. French lessons are very varied in approach and students are used to tackling topics in a wide variety of ways. At Key Stage 5 (Years 12-13) students are assessed once again in listening, reading, speaking & writing, but they also have the opportunity to study a book and a film. They conduct an Independent Research project as part of their oral exam which can encompass any area of interest they have in any of the countries where French is spoken. Year 12s are able to go on the exchange, and Year 13s have a trip to Paris. FLTs are available for students to practise in small groups to improve their oral confidence and fluency. This also gives them an opportunity to learn about the target language culture and nuanced idiomatic expressions.

    Student resources

    The Google Drive, Google Site and Clickview are only available for students and teachers of Aylesbury High School. The Google Drive contains all Google-based resources used in lessons. The MFL Google Site contains extra resources and links to further learning and understanding.

    The other quick links are to websites we subscribe to with extra resources. Students have their own login details given to them by the school. 

    AHS only resources Web based quick links

    Web based quick links

    Extension work & wider reading at Key Stage 3 (Years 7-9)

    If you have finished all the work set on Google Classroom/in lessons very quickly and/or if you’re looking for French things to do to stop you getting bored, try out some of these suggestions. Don’t forget lots of links and reminders of logins etc on the MFL@AHS site

    Vocabulary and grammar

    • Linguascope – use the beginner section for KS3 revision or try the intermediate section for GCSE-level challenge! 

    • Zut.org: we no longer have a login for this, but it is free to use after 4pm

    • Languages Online: no login needed – revise your grammar before the GCSE course starts!

    • Languagenut: all students in Year 8 & 9 have a login for this

    • The Great Languages Challenge: from the British Council, this ties in with what we have done in Year 7 and Year 9, about spotting the links between languages

    Reading and listening practice

    Speaking 

    • app.golingo. co.uk

    Recipes

    Why not try some French cooking… send us photos of anything you make to go on the AHS French Twitter page (@AHSFrenchies)! Also, send your teacher any other recipes you have tried, and we can add them to the list.

    Arts and Crafts

    Extension work & wider reading at Key Stage 4 (Years 10-11)

    If you finish all the work set on Google Classroom very quickly and/or if you’re looking for French things to do to stop you getting bored, try out some of these suggestions. Don’t forget lots of links and reminders of logins etc on the MFL@AHS site

    Vocabulary and reading/listening practice

    Recipes

    Why not try some French cooking… send us photos of anything you make to go on the AHS French Twitter page (@AHSFrenchies)! Also send your teacher any other recipes you have tried and we can add them to the list.

    Arts and Crafts

    Extension work & wider reading at Key Stage 5 (Years 12–13)

    If you finish all the work set on Google Classroom very quickly and/or if you’re looking for French things to do to stop you getting bored, try out some of these suggestions. Don’t forget about the A Level French extra resources site for articles, videos etc linked to all the A Level topics.

    Year 12 and 13 French Read, Watch, Listen Recommendations

    • Kerboodle: all students have access to the online version of the textbook, so you can do extra reading/listening/grammar activities

    • Instagram (@ahs_frenchies): I post loads of links on here to stories and articles which would be great evidence for stimulus cards – you could go through and create a document of specific examples from the Spanish-speaking world

    • VerTaal: tons of authentic listening resources (no login needed and they are self-marking)

    • TV5 Monde Edul: very exhaustive site with news videos, grammar and vocabulary practice

    • Lawless French: a variety of levels and skills practice. The subjuntivisor is particularly useful!

    • Conjuguemos: to practise your grammar

    • Biblioteca Nacional de España: they have made their entire online catalogue available for free

    • France 24 is a good way to keep you up to date with French and world news. All in English.

    • Netflix/ Disney+/ HBO have French films. They change regularly, so keep looking. You can also change the language of  any animation films to French!

    • Podcasts on spotify on various topics by Inner French

    • ITVX has series and films in French for free.

    • Try some TED talks en Français

    • Try the Duolingo Stories podcast or Coffee Break French

    • Find podcasts on our topics on BBC Sounds App

    • Choses à Savoir: Short, two-minute general knowledge episodes covering science, history, and the world.

    •  Listen to stories in French on Audible

    • Find out more about key figures from French History: Marie Curie, Marie-Antoinette, Napoléon, Louis XIV, Louis Pasteur….

    • The REX in Berkhamsted regularly plays French films 

    • Make your own Spotify playlist with your favourite French-speaking artists: Big Flo and Oli, Gims, Angèle…and other suggestions

    Films and series

    And also  more recently: Un petit truc en plus, Untouchable, Juste une illusion,Comédie Française, L’amour ouf, La vie en rose, Entre les murs, Joyeux Noël, La famille Bélier, L’école buissonière, L’arnacoeur, De Gaulle, Aznavour, Bienvenue chez les ch’tis, Juste Ciel!

    Audiobooks

    • La métamorphose by Franz Kafka - Texte intégral (Follow along each using the transcript available)

    • Le Portrait de Dorian Gray by Oscar Wilde - Texte intégral (Follow along each using the transcript available)

    • Harry Potter by J.K. Rowling [Livres complets en français]

    Books

              Radios

    Fun Radio : écouter la radio en direct, musique, émissions et podcasts

    NRJ : écouter la radio en direct, musique, clips, actus, webradios…

    RTL : toute l'actualité en direct et en vidéo - musique, cinéma, culture, sports, faits divers, politique, international…

    RTL2 Le Son Pop-Rock : écouter la radio en direct, musique, émissions et événements

    Subject intent

    • To give students transferable skills for language learning which can be used across all different topic areas and key stages. 
    • To enable students to be effective communicators in a global world. 
    • To facilitate the learning of key vocabulary, structures and grammar which allow for effective, accurate communication in the target language.
    • To foster a cultural understanding of the target language countries and their place in the wider world. To develop an interest in, and understanding of, music, films, sport, history and other aspects of the culture.
    • To allow students to be creative in their use of the target language, confident in their application of the language in a range of contexts.
    • To enable students to be independent learners, using all the resources at their disposal to become more proficient language learners.
    • To prepare students for their next steps in language education and, ultimately, its role in the workplace and the wider world.
    • To inspire students to travel and use their language skills.
    • To allow students to see and explore cross-curricular links using their language skills.

    Key Stage 3 (Years 7-9) course implementation, learning journey & attainment.

    Course content

    Year 7 Year 8 Year 9

    • Fashion show project

    • Introduction to languages

    • Greetings

    • Classroom instructions

    • Pronunciation & alphabet

    • Numbers

    • -er verbs

    • Clothes

    • Giving opinions

    • Festivals

    • Family

    • Home and local area

    • Food & drinks

    • cartoon project: verbs in the present

    • A future trip to Québec

    • Film study: les Choristes

    • A trip to Paris

    • When I was little

    • School and career

    • Cultural unit: La famille de Napoléon

    Learning Journey

    These attainment descriptors clarify the skills/knowledge needed for the different levels of attainment in Years 7–9. For Years 8 and 9 it is always the case that not all of these will have been covered before the summer term. Teachers therefore make a judgement based upon how the skills/knowledge that have been covered have been used by the students before each data collection. This is not the case in Year 7, where students only get one term of each language, so everything is covered by the time of each term's data collection.

    Students can use these descriptors to focus on particular areas in order to make improvements. For writing and speaking in particular, there are very targeted areas to look at.

    Year 7 attainment descriptors

    At Key Stage 3, we use "I can" statements for our attainment descriptors. We use a process of 'best fit', whereby you don't necessarily have to meet every criterion to qualify, but you will meet the majority. 

    Working Towards
    Listening Reading Speaking Writing

    • I can pick out keywords from short clauses.

    • I can understand the content according to the verbs being used.

    • I can recognise opinions.

    • I can pick out familiar language from longer sentences.

    • I can understand and follow basic classroom instructions.

    • I can recognise taught vocabulary in short constructions.

    • I can identify and note the main points.

    • I can identify likes/dislikes and recognise opinions.

    • I can remember all the  pronunciation rules.

    • I can use good intonation.

    • I can recognise question words and respond accordingly.

    • I can respond in a single sentence.

    • I can offer basic opinions.

    • I can copy and reproduce vocabulary accurately with correct spelling and accents and an appropriate article.

    • I can use a dictionary both ways and understand key grammatical terms.

    • I can accurately produce single clauses.

    • I can use 1st person singular constructions accurately and maybe some 3rd person

    • I can give at least one simple opinion and attempt at justifying it. 

    •   I can write about my likes/dislikes.
    Working At
    Listening Reading Speaking Writing

    • I can understand the gist of sentences.

    • I can pick out key details from sentences, according to the question being posed.

    • I can pick out negative constructions.

    • I can understand passages which do not contain unexpected information.

    • I can understand passages spoken slowly with clear articulation.

    • I can read for gist or detail in short passages.

    • I can recognise question words and understand the task.

    • I can identify nouns, verbs and adjectives.

    • I can correctly identify the subject of texts.

    • I can recognise cognates when answering questions.

    • I can pronounce accents correctly.

    • I can remember which letters to pronounce and which to leave silent.

    • I can make ‘authentic’ vowel and consonant sounds

    • I can answer in two-three sentences

    • I can give simple opinions.

    • I can ask present tense questions.

    • I can use 1st and 3rd person singular verbs accurately in present tense.

    • I can use grammar to change basic phrases.

    • I can use coordinating conjunctions accurately.

    • I can give basic opinions.

    • I can use negative constructions.

    • I can write a paragraph by joining sentences together simplistically.
    Working Beyond
    Listening Reading Speaking Writing

    • I can use my tone of voice to assist in answering questions.

    • I can listen to excerpts explicitly with the question in mind.

    • I can pick out the relevant opinion when several are present.

    • I can read texts explicitly with the question in mind.

    • I can use knowledge of taught vocabulary out of context.

    • I can pick out the relevant opinion when several are present.

    • I can understand texts which include vocabulary/structures from several familiar topics.

    • I can pronounce English-looking words in a foreign accent.

    • I can pronounce familiar words accurately

    • I can answer in 3–4 sentences.

    • I can cope with some unexpected questions, responding with single clauses.

    • I can make spontaneous contributions when asking for things or speaking with my peers.

    • I can use a range of pronouns/ subjects when writing.

    • I can use modal verbs.

    • I can use a variety of qualifiers.

    • I can answer questions and extend my answers.

    • I can produce sentences with more than 2 clauses, giving and justifying opinions.

    • I can use a range of topic-specific vocabulary in context.

    • I can accurately use a dictionary to develop my range of language.

    Year 8 attainment descriptors

    At Key Stage 3, we use "I can" statements for our attainment descriptors. We use a process of 'best fit', whereby you don't necessarily have to meet every criterion to qualify, but you will meet the majority. 

    Working Towards
    Listening Reading Speaking Writing

    • I can pick out keywords from short clauses.

    • I can understand the content according to the verbs being used.

    • I can recognise opinions.

    • I can pick out familiar language from longer sentences.

    • I can understand and follow basic classroom instructions.

    • I can recognise taught vocabulary in short constructions.

    • I can identify and note the main points.

    • I can identify likes/dislikes and recognise opinions.

    • I can remember all the  pronunciation rules.

    • I can use good intonation.

    • I can recognise question words and respond accordingly.

    • I can respond in a single sentence.

    • I can offer basic opinions.

    • I can copy and reproduce vocabulary accurately with correct spelling and accents and an appropriate article.

    • I can use a dictionary both ways and understand key grammatical terms.

    • I can accurately produce single clauses.

    • I can use 1st person singular constructions accurately and maybe some 3rd person

    • I can give at least one simple opinion and attempt at justifying it. 

    •   I can write about my likes/dislikes.
    Working At
    Listening Reading Speaking Writing

    • I can understand the gist of sentences.

    • I can pick out key details from sentences, according to the question being posed.

    • I can pick out negative constructions.

    • I can understand passages which do not contain unexpected information.

    • I can understand passages spoken slowly with clear articulation.

    • I can read for gist or detail in short passages.

    • I can recognise question words and understand the task.

    • I can identify nouns, verbs and adjectives.

    • I can correctly identify the subject of texts.

    • I can recognise cognates when answering questions.

    • I can pronounce accents correctly.

    • I can remember which letters to pronounce and which to leave silent.

    • I can make ‘authentic’ vowel and consonant sounds

    • I can answer in two-three sentences

    • I can give simple opinions.

    • I can ask present tense questions.

    • I can use 1st and 3rd person singular verbs accurately in present tense.

    • I can use grammar to change basic phrases.

    • I can use coordinating conjunctions accurately.

    • I can give basic opinions.

    • I can use negative constructions.

    • I can write a paragraph by joining sentences together simplistically.
    Working Beyond
    Listening Reading Speaking Writing

    • I can pick out keywords from short paragraphs.

    • I can listen for gist from longer paragraphs.

    • I can pick out relevant time indicators to answer questions.

    • I can cope with some unfamiliar language, making inferences from context, surrounding language and tone of voice.

    • I can use grammar to help understand vocabulary.

    • I can break down new words into their component parts.

    • I can use cognates to work out new vocabulary.

    • I can pick out relevant time indicators to answer questions.

    • I can cope with a limited amount of unfamiliar language by inferring meaning from the context.

    • I can read familiar language fluently with appropriate speed and intonation.

    • I can use an accurate accent for unfamiliar words.

    • I can use idiomatic fillers.

    • I can use appropriate intonation.

    • I can use present tense very accurately for regular verbs.

    • I can use common irregular verbs accurately in present tense.

    • I can use a variety of connectives.

    • I can give justified opinions, including those of other people.

    • I can use the future tense accurately.

    • I can write accurately within given parameters.

    • I can write paragraphs where the sentences flow naturally from one to another.

    Year 9 attainment descriptors

    At Key Stage 3, we use "I can" statements for our attainment descriptors. We use a process of 'best fit', whereby you don't necessarily have to meet every criterion to qualify, but you will meet the majority. 

    Working Towards
    Listening Reading Speaking Writing

    • I can use my tone of voice to assist in answering questions.

    • I can listen to excerpts explicitly with the question in mind.

    • I can pick out the relevant opinion when several are present.

    • I can read texts explicitly with the question in mind.

    • I can use knowledge of taught vocabulary out of context.

    • I can pick out the relevant opinion when several are present.

    • I can understand texts which include vocabulary/structures from several familiar topics.

    • I can pronounce English-looking words in a foreign accent.

    • I can pronounce familiar words accurately

    • I can answer in 3–4 sentences.

    • I can cope with some unexpected questions, responding with single clauses.

    • I can make spontaneous contributions when asking for things or speaking with my peers.

    • I can use a range of pronouns/ subjects when writing.

    • I can use modal verbs.

    • I can use a variety of qualifiers.

    • I can answer questions and extend my answers.

    • I can produce sentences with more than 2 clauses, giving and justifying opinions.

    • I can use a range of topic-specific vocabulary in context.

    • I can accurately use a dictionary to develop my range of language.
    Working At
    Listening Reading Speaking Writing

    • I can understand how to use synonyms and antonyms effectively.

    • I can pick out relevant time indicators to answer questions.

    • I can extract gist or detail from monologues, dialogues and other materials.

    • I can understand passages spoken at normal speed.

    • I can read texts in an unfamiliar style, e.g. poetry.

    • I can pick out relevant time indicators to answer questions.

    • I can break down large bodies of text into smaller parts as indicated by the questions.

    • I can recognise time-specific questions and respond accurately in 3 different tenses.

    • I can respond well using largely pre-prepared materials.

    • I can use sound conversational language.

    • I can use the perfect tense accurately.

    • I can give and justify a range of opinions in different tenses.

    • I can use modal verbs accurately.

    • I can give justified opinions, including those of other people.
    Working Beyond
    Listening Reading Speaking Writing

    • I can understand a variety of different accents.

    • I can listen and think laterally in terms of synonyms and antonyms.

    • I can identify, and respond to, key language in questions.

    • I can understand how to use grammar to elicit meaning.

    • I can understand extended texts, e.g. 150 words+

    • I can read fluently with accurate intonation and speed, and without pauses.

    • I can respond to questions accurately in at least 3 tenses, and give opinions, spontaneously.

    • I can use good conversational language.

    • I can use 3 different tenses with a good degree of accuracy.

    • I can use the imperfect and/or conditional.

    • I can use hypothetical language within set parameters.

    • I can express and justify opinions using a variety of structures.

    • I can use topic specific vocabulary out of context.

    • I can use a full range of connectives, adverbs and fillers.

    Key Stage 4 (Years 10-11) course implementation, learning journey & assessment info.

    Course content

    Year 10 Year 11
    • No time to lose!
    • My family & relationships
    • Education
    • Healthy living
    • Travel & Tourism
    • Our world
    • My world
    • The future

    Learning journey

    At GCSE level, students are assessed on their ability in 4 different skills. Listening, Speaking, Reading & Writing. This link takes you to the Edexcel specification, which contains all the necessary course information. Assessments take place throughout the 2 years of the course, in addition to Year 10 exams and mocks in the spring term of Year 11. 

    How will I be assessed?

    The following summary is based upon students doing the Higher papers. 

    Listening 25% Reading 25% Speaking 25% Writing 25%

    60 mins

    All Questions & answers in English

    9 comprehension question sections. The exam finishes with a dictation.

    Multiple choice and short answer options

    Listen to each item 3 times

    60 mins

    All Questions & answers in English

    8 comprehension question sections. The exam finishes with a translation from French to English at the end.

    Multiple choice and short answer options

    14 mins prep

    Read aloud c.1 1/2 mins

    Role Play c.1 1/2 mins

    Photo task c.2 mins

    General conversation 5 mins

    1 hr 20 mins

    All Questions in English

    3 sections

    1. 80-90 word task, respond to 4 bullet points

    2. 130–150 word task, respond to 4 bullet points

    3. Translation into French

    Key Stage 5 (Years 12-13) course implementation, learning journey & assessment info.

    Course content

    Year 12 Year 13
    • The changing family
    • Cyber society
    • Volunteering in society
    • A culture proud of its heritage 
    • Contemporary French music
    • Cinema – the seventh art form
    • Book – Bonjour Tristesse
    • Positive aspects of a diverse society
    • The marginalised in society
    • The treatment of criminals
    • The young, the right to vote and political engagement
    • Protests and strikes – who has the power?
    • Politics & immigration
    • Film – La Haine

    Learning journey

    At A level, students are assessed on their ability in 4 different skills. Listening, Speaking, Reading & Writing. This link takes you to the AQA specification, which contains all the necessary course information. Assessments take place throughout the 2 years of the course, in addition to Year 12 exams and mocks in the spring term of Year 13. 

    How will I be assessed?

    Paper 1 50% Paper 2 20% Paper 3 30%

    Listening, Reading & Translation

    2h 30 mins

    3 Listening comprehension sections

    1 listening summary

    4 reading comprehension sections

    1 reading summary

    1 translation: French – English

    1 translation: English – French

    Writing

    2h

    1 essay on film

    1 essay on play

    Speaking

    c.23 mins

    1 stimulus card relating to one topic. 5 mins prep, 6 mins oral.

    Independent Research Project (IRP)

    2 min presentation and 10 min discussion. Topic chosen and prepared by the student on any area of interest related to France.

    Subject impact

    Key Stage 3 (Years 7–9)

    • Learnt how to use 3 different timeframes, opinions & justifications to prepare for GCSE.
    • Developed their language detective skills, giving them an increased awareness of the grammatical terms used in languages, and made links between different languages—metacognition developed from the first week of Year 7.
    • Become more confident in trying, even if they may make mistakes.
    • Used technology effectively to enhance their learning—we exclusively use digital exercise books in French at Key Stage 3.
    • Made cross-curricular links with other subjects, such as History & Geography.
    • Improved all four skills: speaking, listening, reading and writing.
    • Become familiar with techniques and question styles required at GCSE.
    • Had regular opportunities for co-curricular enrichment, through activities such as translation competitions and the Year 9 trip to the Loire Valley.
    • Been inspired to carry on studying the language at GCSE.   

    Key Stage 4 (Years 10-11)

    • Reinforced grammar learnt at Key Stage 3 and developed more confidence in its use.
    • Become able to access a range of authentic texts and materials and deal with them appropriately.
    • Become familiar and confident with the skills required at GCSE.
    • Become more confident speakers, able to have short conversations in French, through regular practice with the FLT. Able to respond in a variety of different situations, role plays, different stimuli etc.
    • Used exam-style questions in classwork, homework and assessments to prepare for exams.
    • Used technology effectively to enhance learning.
    • Learnt about diverse cultural aspects of French-speaking countries
    • Had regular opportunities for co-curricular enrichment, through activities such as translation competitions and the Y0 Exchange to Bourg-en-Bresse.
    • Been inspired to carry on studying the language at A Level.   

    Key Stage 5 (Years 12–13)

    • Developed a life-long love of the French language and passion for French culture.
    • Acquired confidence in speaking in French for an extended period of time on a variety of topical issues.
    • Acquired the necessary grammatical knowledge to be able to express themselves as accurately and fluently as possible, both when speaking and when writing.
    • Acquired the appropriate examination techniques, such as writing summaries & doing translations to enable them to access the top grades at A Level.
    • Acquired a thorough knowledge of various current issues in French-speaking countries, such as the political system, immigration and the effects of reunification.
    • Developed independent research skills, through the IRP.
    • Had opportunities to practise their language skills in a real life situation through an exchange to Bourg-en-Bresse in Year 12 and a trip to Paris in Year 13.
    • Been provided with the opportunities, skills and support to enable them to study French and other language-related courses at top universities, including Oxbridge.
    • Learnt a life skill which can be married as a skill to any future job.

    Feedback in French lessons

    This chart explains the types of feedback that students can expect to receive for work done in language lessons/at home.

    Activity Types of feedback

    Assessments (all skills)

    Teacher marked → whole class feedback → student self-assessed targets

    Feedback sheet with statements ticked and/or brief written comments

    Written tasks e.g. 90 or 150 word tasks

    ‘Deep marking’ with targets (could be self-assessed targets)

    Productive Skills

    Language corrected with ‘suggestions’ → self-assessment targets

    Could also have a brief written comment

    Oral work in class 

    Verbal feedback

    Oral homework

    Recorded verbal feedback (possibly a mark depending on the nature of the task)

    Small group oral work/mini whiteboard activities/classwork

    Verbal feedback

    L&R comprehension exercises 

    Self or peer marked

    Exercise books

    Organisation and completion of work checked when circulating

    Digital books

    Marking rubric used in Google Classroom – 3 categories (understanding, organisation, completion)

    Some key exercises corrected with ‘suggestions’

    Google Quiz

    Self-marking → self-assessed targets

    Homework 

    Depends on the nature of the task – see above

    School values in French

    Boundless Aspiration Curious Engagement Resilient Bravery Selfless Generosity

    • Read feedback carefully, learn from mistakes and aim to improve

    • Learn vocabulary “little and often” 5 words a day, 25 a week

    • Aim to use new vocab/structures in your work beyond what you have been given

    • Make a foreign language song playlist 

    • Do Duolingo or any of the extension activities

    • Ask questions about how the language works

    • Watch foreign language TV programmes or films

    • Try to pronounce unfamiliar words correctly using the rules

    • Answer questions in class – even if you’re not sure about the answer

    • Try to engage with the language outside of lessons: trips, MFL clinic, competitions, clubs

    • Support your classmates to be the best linguists they can be 

    • Buddy a less confident learner

    • Share your learning with others
           
           

     

     

    Contact Us

    Aylesbury High School
    Walton Road
    Aylesbury
    Buckinghamshire
    HP21 7SX
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    01296 388222 [email protected]